Speech is the primary means of human communication and, as such, distinguishes humans from other living beings. Speech satisfies the social needs of each individual and develops according to a child's chronological age, during specific periods of physical and cognitive development. The issue of speech and language development has intrigued many theorists, and this work highlights the perspectives of behaviorists, nativists, cognitivists, and representatives of functional theory. Additionally, the role of adults in a child's speech and language development is emphasized. A stimulating social environment plays an extremely important role in a child's overall development, including speech and language. It is also crucial to emphasize that every child has an individual developmental trajectory, which can deviate to some extent. Therefore, it is essential to know when a deviation should be assessed as a delay or difficulty, and consequently, how to help mitigate or eliminate it. The work describes common speech disorders in primary school children. These include articulation disorders or dyslalia, specific learning disabilities – dyslexia and dysgraphia, rhythm and speech tempo disorders or stuttering, developmental difficulties in symbolization – dysphasia, and voice disorders – rhinolalia. The primary aim of the work was to examine teachers' experiences and attitudes in working with children with speech and language difficulties. The research was conducted through a survey questionnaire in which respondents answered questions about the current number of students with speech and language difficulties in their classes, their views on the increase in the number of students with these difficulties, the most common speech and language difficulties they encountered in their work, the most severe cases they have encountered so far, cooperation with parents and professional services, observed improvements, and their own level of education in working with these students. Analysis of the collected data showed that the respondents most frequently encountered dyslalia, and they also cited students with this difficulty as the most severe cases they had encountered. Furthermore, it was found that most respondents collaborate with speech therapists in their work with children with speech and language difficulties and have good cooperation with parents. However, a considerable number of respondents do not collaborate with parents or speech therapists, which represents a significant problem. Additionally, it was found that most teachers do not consider themselves adequately educated to work with students with speech and language difficulties, indicating the need for additional professional development.